UNLV/Department of Teaching & Learning

UNLV Student: Sarah Green PSMT Name: Linda Wells

Lesson Plan Title: Scientific Method Lesson Plan Topic: Science
Date: 11/13/20 Estimated Time: 30 min
Grade Level: 2nd School Site: Snyder

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1. State Standard(s):

N.2.A.1 ​Know how to make observations and give descriptions using words, numbers and
drawings. Understand that science is an active process of systematically examining the
natural world.

W.2.8​ Recall information from experiences or gather information from provided sources to
answer a question.

SL.2.3 ​Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or issue.

L.2.2 ​ Demonstrate command of the conventions of Standard English capitalization,

punctuation, and spelling when writing.

2. Teaching Model(s):

- Direct instruction
- Whole group instruction
- Collaborative discussion
- Small group
- Lemov Culture of Error
- Lemov Wait time
- Lemov Post It
- Lemov Show Me

3. Objective(s):

SWBAT identify and understand the six components of the scientific method.

SWBAT fill in a graphic organizer by writing complete sentences and drawing pictures.
 SWBAT participate in a collaborative discussion about a science experiment.

4. Materials and Technology Resources

- Google Meet
- Graphic organizer (digital and/or hard copy)
- Google slide presentation
- Pencil
- 2 cans
- Gas stove
- Tin pan
- Large glass bowl
- Ice cubes
- Water
- Tongs

5. Instructional Procedures:
a. Motivation/Engagement:

- It's time to put our scientist hats on! The teacher and students will put imaginary hats on
in preparation for the lesson.
- TW introduce the topic of the scientific method.
- “Who can explain what a scientific experiment is?”(Knowledge)
- “Has anyone heard about the scientific method before?” TW pause and wait for students
to show by putting a thumbs up or down.
- As scientists, we need to follow specific procedures to make sure our experiments are
accurate.
- “Who can explain what accurate means from the vocabulary words this week?”
(Understand) ​TW call on student volunteers to answer the question. The answer the
teacher is looking for will be similar to “right or correct.”
- “Why is it important to be accurate, especially as a scientist?” (Understand) ​TW call
on student volunteers to answer the question.
- TW elaborate on the importance of accuracy in science.
- “In order to be accurate, scientists must use the scientific method when doing
experiments. The same experiment must also be done more than once to double check the
results. Does anyone know what the scientific method is?” TW will look for students
showing a thumbs up or down. Assuming some students will show a thumbs up, TW ask
the follow up question.
- “ Who can describe what the scientific method is?” (Knowledge) ​TW call on student
volunteers to answer the question.
- TW show a short video of the scientific method song.

b .Developmental Activities or Learning Experiences:

- TW elaborate by introducing the graphic organizer using Google Slides presentation.

- “There are 6 steps we should always follow in the scientific method. Let’s talk about
them. The first step is to ask a question. ​“Who can explain why our first step should be
to ask a question?” (Understand) ​TW call on student volunteers and will elaborate after
they answer the question. “The purpose of doing an experiment is to find the answer. In
order to find an answer we need to start with a question.”
- “The next step is to make a prediction. ​Who can describe what it means to make a
hypothesis?” (Understand) ​TW call on student volunteers to answer the question.
Teacher will be looking for an answer similar to “to figure out what will happen.” TW
elaborate providing examples of how we make predictions everyday.
- “The next step in the process is to conduct an experiment. ​Who can explain what is
means to conduct an experiment?” (Understand) ​TW call on student volunteers to
answer question. Teacher is looking for an answer similar to “doing the experiment.”
- “When conducting the experiment we need to observe what happens. ​Who can explain
why it is important to observe the experiment?” (Understand)​ TW call on student
volunteers to answer question. Teacher is looking for answer similar to “so you can see
what is goin on.” TW elaborate mentioning that the point of an experiment is to answer a
question. We must watch what happens on order to be able to find an answer.
- “After conducting the experiment we need to record the results. ​“Who can explain what
it means to record the results?” (Understand) ​TW Call on student volunteers to
answer the question. Teacher is looking for an answer similar to “to write down what
happened.” TW elaborate and inform students that they can write or draw what they saw.
- “Why do we need to be accurate when recording results? (Analyze) ​Teachers makes
a connection with how science and its results can change.
- “The final step is to draw a conclusion. ​Who can share what they estimate drawing a
conclusion means? (Understand) ​TW Call on student volunteers to answer the question.
Teacher is looking for an answer similar to “its the answer of the experiment.” TW
elaborate.
- TW explain the experiment.
- TW fill in the graphic organizer with the help of the students. At this point they are only
filling in the question and hypothesis.
- TW will conducts experiment while students observe.
- “Observe and record results in writing or by drawing pictures.” (Apply)
- Students join their small groups and draw a conclusion of their own in writing or using
pictures.​ “Create a conclusion based on the results you observed.” (Analyze &
Create)
 c. Closure:

- Whole class discussion about the different parts of the scientific method. Students will
share what they wrote.
- TW elaborate on the results and explain that results can change and that they should
always be done more than once for accuracy.
- “Why is it important for scientists to conduct and experiment more than once?”
(Analyze) ​TW call on student volunteers to answer the question. Teacher is looking for
an answer revolved around accuracy.

d. Extension:

- If time permits teacher will conduct experiment again with a can of a different shape ans
size.

6. Accommodations

- Hard copy of vocabulary charts

- Graphic Organizer
- Students can write or draw observation responses.
- Students have the option to type in digital copy or write on hard copy.

7. Modifications

- All content has been modified to digital version.

- Instead of writing in notebook students will be able to fill in graphics organizer.

8. Differentiations for Diverse Learners:

- Visual Learners: Graphic organizer

- Verbal Linguistic: Whole group discussions
- Auditory Learners: Scientific Method Song
- Intrapersonal Learners: Work on observation, results and conclusion independently

9. Assessment and Evaluation of Learning:

a. Formative:

- Observe participation during class discussions

 b. Summative:

- Completed graphic organizer

10. Homework Assignment:

- Create a different way to conduct the same experiment. Will the results change?
Think of changes in size, color, empty and full. (Create)

11. Reflection:
a. Strengths:

The strength of this lesson was that I really broke it down and discuss each of the
components of the scientific method. I also put it on a graphic organizer instead of having them
write it out in their notebook. My students do well with graphic organizers. In the future I could
have them do it in their science notebooks instead. Once they have the steps down it will be
easier for them to write it without using the graphic organizer.

b. Concerns:

A concern is that students were not detailed when logging their observations. In the next
lesson I could emphasize the fact that observations need to provide as much detail as possible in
order to provide accuracy. Although they know learned what the word accuracy is, they did not
relate it to being specific or detailed. I think it is important to actually use the word “detailed” in
future lessons.

c. Insights:

An insight or a future lesson would be to include an experiment that fits a different science
standard. This technique would incorporate more than just one science standard. I did
incorporate science, writing, language and speaking and listening standards. In the future I will
take the opportunity to include a second science standard if possible.